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ARCH30720

Academic Year 2026/2027

Archaeology of Food (ARCH30720)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Assoc Professor Meriel McClatchie
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

What foods did people eat in the past, how were these foods prepared, and what does this tell us about daily lives, cultural values and social interactions? This module will investigate the archaeology, anthropology and history of food through a range of disciplinary perspectives around the world. Food waste recovered from archaeological excavations provides key evidence for changing resources at different times and locations. Biomolecular and osteoarchaeological analyses can enable insights into longer-term dietary choices and evolutionary patterns, while social anthropology studies highlight the importance of food in shaping social identities and behaviour. This module will consider strengths and drawbacks of each approach, and demonstrate how investigations of diet can contribute to wider archaeology research questions. The module will be taught through lectures, student-led seminars (interactive discussions based upon recommended reading) and practical sessions, enabling students to gain new insights into ancient foods.

No Generative AI content is allowed in the final submission for assessments in this module. You may choose to use Generative AI for brainstorming, creating structures and generating ideas for improving work, but remember that this can bring you down a confusing and incorrect path. Have confidence in your own reading, thoughts and voice.

About this Module

Learning Outcomes:

On completion of this module, students will be able to:
1. Understand the key methodological and theoretical approaches towards investigating food in archaeology.
2. Critically review key debates concerning food in archaeology from a multi-disciplinary perspective.
3. Through group seminar discussions and poster production, effectively communicate research issues relating to food in archaeology.
4. Write a critical analysis on food in archaeology.

Indicative Module Content:

Topics may include:
Introduction to sources of evidence
How to produce a group poster
Identifying food ingredients in the archaeological record
Biochemical, lipid and isotope analyses
Human osteology
Hunting, gathering, fishing and farming
Cultural approaches – social relations, identity, gender
Food storage and feasting
Food processing
Migration and colonisation
Alcohol, drugs and food taboos
Developing a multi-disciplinary approach

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Not addressed

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

100
Autonomous Student Learning

66
Lectures

10
Small Group

12
Seminar (or Webinar)

12
Total

200

Approaches to Teaching and Learning:
Weekly lectures include active/task-based learning.
Weekly seminars and practical sessions, including peer and group work, and reflective learning.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Group Work Assignment: Poster exploring an aspect of food in archaeology Week 6 Graded No
35
 No
Exam (In-person): A scenario is provided, and you draw upon your learning during the trimester to address the task End of trimester
Duration:
2 hr(s)
 Graded No
65
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Autumn Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

UCD School of Archaeology uses a standard format to provide feedback in all modules. This format also contains feed forward details. This will help you think about how you could improve your approach in future assignments. POSTER: Individual written feedback within 4 weeks of submission deadline. EXAM: Feedback via Brightspace.

Jones M (2008) Feast: why humans share food. Oxford University Press, Oxford [Joyce Library, Short Loan and General 394.12 JON]

Counihan C and van Esterik P (eds) (2013) Food and culture: a reader. Routledge, New York [Library e-book]

Hastorf C (2017) The social archaeology of food: thinking about eating from prehistory to the present. Cambridge University Press, Cambridge [394.12 HAS]

Twiss, KC (2019) The archaeology of food: identity, politics, and ideology in the prehistoric and historic past. Cambridge University Press, Cambridge [394.1209 TWI]

Steel L and Zinn K (eds) (2017) Exploring the materiality of food "stuffs": transformations, symbolic consumption and embodiment(s). Routledge, Abingdon [Library e-book]

Metheny KB and Beaudry MC (2015) Archaeology of food: an encyclopedia. Rowman & Littlefield, Washington DC [Joyce Library, Reference R394.12 ARC Volume 1 and Volume 2]

Miracle PT and Milner N (eds) (2002) Consuming passions and patterns of consumption. McDonald Institute for Archaeological Research, Cambridge [Joyce Library, Short Loan 930.10285 CON]

Parker Pearson M (ed.) (2003) Food, culture and identity in the Neolithic and Early Bronze Age. Archaeopress, Oxford [Joyce Library, Short Loan 930.1 BRI]

World Archaeology (2003) volume 34(3) [Library e-journal]

Kelly F (1997) Early Irish farming. Dublin Institute for Advanced Studies, Dublin [Joyce Library, Short Loan 630.9415 KEL]

Murphy EM and Whitehouse NJ (eds) (2007) Environmental archaeology in Ireland. Oxbow, Oxford [Joyce Library, Short Loan 936.15 MUR]

Name Role
Dr Jess Beck Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 16:00 - 16:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 14:00 - 15:50
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